KS Reading Assessment - Franklin KS Reading Assessment History by Subgroup - Franklin Yes* = Met...

2006 2007 2008 2009 20100%

20%

40%

60%

80%

100%

63.4%

69.5%75.6%

79.7%83.7%

58.5%60.9%

70.9%

65.1%

57.1%

Annual Reading Target % Proficient at Franklin

% P

rofi

cie

nt

KS Reading Assessment - Franklin

KS Reading Assessment History by Subgroup - Franklin

Yes* = Met criteria via Confidence IntervalYes6 or Yes7 = Met criteria via Safe Harbor•Franklin did not attain AYP this year. •Franklin did not meet the AYP reading criteria for 2010 and is On Improvement for reading for 2011. •57.1% of all students scored proficient in reading in 2010. This is a decrease of -8.0% when the 2010 results are compared to 2009. •One subgroup (White) showed gains in reading in 2010. •One out of five subgroups met the AYP reading criteria in 2010. In 2009, one out of four subgroups met the criteria. •The highest-scoring subgroup in 2010 was White (66.2% proficient). The lowest-scoring subgroup was ELL (32.4% proficient).

Group

% Scoring Proficient in Reading Met Annual Reading Target

06 07 08 09 10Change 09

to 1006 07 08 09 10

All Students 58.5 60.9 70.9 65.1 57.1 -8.0 Yes* Yes* Yes* No No

Afr. Amer. 53.3 Yes*

Amer. Indian 100.0 Yes

Asian

ELL 51.2 32.4 Yes* No

Lunch Support 56.4 60.5 71.3 64.2 53.7 -10.5 Yes* Yes* Yes* No No

Hispanic 54.3 58.5 76.2 61.5 44.4 -17.1 Yes* Yes* Yes No No

Multi-Racial 73.6 Yes

SPED 57.6 15.6 Yes* No

White 57.7 62.5 64.0 63.3 66.2 +2.9 Yes* Yes* Yes* Yes6 Yes6

KS Mathematics Assessment - Franklin

2006 2007 2008 2009 20100%

20%

40%

60%

80%

100%

60.1%

66.8%73.4%

77.8%82.3%

46.4%

74.3%77.6%

71.8%

63.4%

Annual Math Target % Proficient at Franklin

% P

rofi

cie

nt

KS Math Assessment History by Subgroup - Franklin

Yes* = Met criteria via Confidence IntervalYes6 or Yes7 = Met criteria via Safe Harbor•Franklin did not attain AYP this year. •Franklin did not meet the AYP math criteria for 2010 and is not On Improvement for math for 2011. •63.4% of students scored proficient in math in 2010. This is a decrease of -8.4% when the 2010 results are compared to 2009. •No groups showed gains in math in 2010. •Zero out of five subgroups met the AYP math criteria in 2010. In 2009, four out of four subgroups met the criteria. •The highest-scoring subgroup in 2010 was White (64.3% proficient). The lowest-scoring subgroup was ELL (51.4% proficient).

Group

% Scoring Proficient in Math Met Annual Math Target

06 07 08 09 10Change 09

to 1006 07 08 09 10

All Students 46.4 74.3 77.6 71.8 63.4 -8.4 No Yes Yes Yes* No

Afr. Amer. 46.6 Yes*

Amer. Indian 100.0 Yes

Asian

ELL 39.4 51.4 No No

Lunch Support 44.8 71.5 76.4 72.0 60.9 -11.1 No Yes Yes Yes* No

Hispanic 41.3 68.2 78.1 71.8 61.1 -10.7 No Yes Yes Yes* No

Multi-Racial 44.4 Yes*

SPED 16.0 43.7 No Yes

White 51.1 76.0 82.0 70.2 64.3 -5.9 Yes* Yes Yes Yes* No

Kansas State Reading and Math Assessment Data

For this data set, please discuss the following questions:1. At what proficiency levels are our students performing?2. Are their disparities among subgroups?3. Are subgroups making progress?4. What area and with which group of students do we need to improve?

Please write a narrative below summarizing your findings:

AIMSweb Quadrant Data

For this data set, please discuss the following questions:1. As a school, what does our AIMSweb data look like?2. Which quadrant are students falling in the most?3. What type of triangle do we have? All, Some Few; or Few, Some, All?

Please write a narrative below summarizing your findings:

Student Learning:Kansas State Reading and Math Assessment Data

AIMSweb data

Key findings: ESOL population is scoring low in math and readingThere is not that much of a disparity – all students seem to be low in math.There is a disparity between ELL and white students in reading.

AIMSweb – upside down triangles. Many student needing support in quadrant 3. (Core issues, diagnostics needed…)

5th Grade Strengths

1.4.2 Text Features

1.4.7 Compare and Contrast

1.4.8 Cause and Effect

Areas of Improvement2.1.3 Plot

1.4.11 Author’s Purpose

1.4.9 Retelling

4th Grade Strengths

1.3.1 Context Clues

1.4.2 Text Features




2.1.1 Character

Areas of Improvement1.4.9 Retelling

1.4.14 Fact and Opinion

2.1.3 Plot

3rd Grade Strengths

2.1.1 Characters

Areas of Improvement

1.4.10 Retell main idea, event


1.3.2 Context Clues

Franklin Reading State Indicators 09-10Strengths & Areas of Improvement

Grade Level

Items Noticed by Staff Questions/Further Inquiry

3rd Text features yo yo, context clues dipped last year, setting dipped, retelling keeps dropping, plot is also low, scores jump from 3rd to 4th, fact and opinion is low in 4th

Which pieces of the setting indicator change from year to year?With retelling, are we focusing on the wrong thing?What kind of foundation do students need for retelling? What is the scaffold of this skill?Why do scores jump in 4th grade?How can we know how the questions are worded on the test and if students are struggling with vocabulary differences?How can we help build a foundation for fact & Opinion tested in 4th?

4th Retelling is getting worse, fact and opinion scores are down

What strategies can we use to help students with retelling skills?How can we help prepare students for the test’s wording of retelling?Did 3rd focus on fact and opinion?When can we have conversations across grade levels to talk about things we are doing that are working?

5th Text Features yo yos, Plot continues to fall, main idea, author’s purpose low but climbing, setting really dropped, compare/contrast doing well, draw conclusions is yo yoing, retelling low and falling

We used to have bookmarks that helped teach text features – where did those go?What strategies support retelling?What other skills do students need to know in order to know setting?For retelling indicator, what things change between grade levels?

Kansas State Reading Assessment – Trend Data Analysis 2007-2010

3rd Grade Strengths Areas of Improvement

1.4.A1 One and two-step real world problems with +/-, /x

3.2.A1 Real world problems with measurement

3.2.K2 Reads and tells time to the minute

4th Grade Strengths

2.3.K2 Finds the values & determines the rules for function tables

3.2.K2 Selects and uses measurement tools

Areas of Improvement1.4.A1 One and two-step real world problems with +/-, /x

2.3.A1 Represents relationships between whole #s using pictures, tables, symbols, & graphs

3.2.A2 Estimates and checks for reasonableness of measurement and calculations

5th Grade Strengths

1.1.K1 Equivalent representations for whole numbers, fractions, & decimals

2.2.K2 One step equations with one variable

2.3.K4 Function table and plotting ordered pairs

3.2.K4 Converts within the customary system

3.3.K3 Recognizes solids from various perspectives


1.3.A4 Real world problems with various computational methods using estimation or exact answers


Franklin Reading Math Indicators 09-10Strengths & Areas of Improvement

Grade Level


3rd Compare/order whole numbers progressively going downMixed coins same

Overall spike in 2008. Gone down since?1&2 step measurement & real world problem solving going downRead and tell time to min?Using models for operation not red but still downAlso, fact families & mult. Rep. of patt blocks

Why? Is it b/c #’s are getting bigger? Is it b/c of place value?

Do we practice high enough values for test?Can 2nd grade support this by going higher values than required by their curriculum.Was this the group of kids in 08?Would getting into quad d (rig. & rel) help? How timewise?

Do we need to look at wording on test vs. our teaching? How can we provide more practice timeIs hour hand in-between on test?

4th Real –world problem solving – low in all grades

Number properties is inconsistentExpanded/standard word form dropped

Estimate & check for reasonableness low 4 yrs.Rep. relationships between whole #’s using pics, tables, symbols, and graphsLot of “not tested” items in 3rd, 4th that are then red in 5th.

Not supported by curriculum. When do we fit it in? How do we get students to read the entire word problem?Do teachers have math property cards? Are they being used?Is expanded/standard on pacing guide? How do we communicate the importance to other grades? Is there prior knowledge students need for this skill in other grades?Does this connect with inferencing? Strategies??What does this even look like?

How can the info from action plans be shared among grades?

5th Some are still red but are improvingGCF/LCM low or yo yosReal world prob. Solv. w/estimation or exact answers w/various comp. methods went up1 & 2 step real world is continually dropping at all gradesAnything saying real is lowUsing variables went up. Last yr we specifically addressed thisFunction tables good. M. of central tend goodDidn’t drop in areas that had been high previously

Could we look at the lang. used in this area in lower grades?

How are Real world prob. Solv. And 1& 2 step real world problems different in one is going up and one is dropping?

Are we teaching what’s relevant to students? Is there a descrepency?

Are lower grades teaching 5th tested indicators that aren’t tested in 3 or 4? If so, how? Vertical teaming

Kansas State Math Assessment – Trend Data Analysis 2007-2010

Not 2 3 4 5 6 7 8 9 Always02468

101214161820

PresentImportant

Indicator 13: Order and discipline established through consensus and consistent application.

AUG SEP OCT NOV DEC JAN FEB MAR APR MAYFranklin Elementary School

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

50.0

Average Minutes Absent per Day per Certi-fied Employee by Month and Absence Type

2009-2010

Total Professional Personal IllnessFamily Illness Personal Leave

Knowing that PBR incidents have a negative effect on student achievement, what systems are in place to lower PBR incidents when we are gone from the building?

AU

G

SEP

OCT

NO

V

DEC

JAN

FEB

MA

R

APR

MA

YFranklin

0.0

5.0

10.0

15.0

20.0

25.0

Average Number of Daily Tardies by Month 2009-2010

AU

G

SEP

OCT

NO

V

DEC

JAN

FEB

MA

R

APR

MA

Y

Franklin

0.0

5.0

10.0

15.0

20.0

25.0

30.0

Average Number of Daily Student Absences by Month 2009-2010

Tardies and absences went down when strategies were purposefully used.

Each time a student is tardy, the entire class is effected negatively. If a student is not in school, we cannot teach them. What strategies are in place to decrease tardies and increase attendance on a regular basis?

School Processes/Programs Data

For this data set, please discuss the following questions:1. As a school, what does our PBR data look like?2. Which areas are students struggling least? Most?3. Which students are struggling least? Most?4. As a school, how do we feel order and discipline is established and consistent?5. Knowing that PBR incidents have a negative effect on student achievement, what

systems are in place to lower PBR incidents when we are gone from the building?6. When are students tardy and absent least? Most? 7. What strategies are in place to decrease tardies and increase attendance on a regular

basis?

Please bullet your findings below:

School Processes/Programs Data

Key Findings:PBR incidents are going down – strengthWhen teachers are gone, strategies are not in place to support studentsAs a building, it is not agreed that order and discipline is established and consistentAs a building, order and discipline being established and consistent is very importantTardies and absences are better with a school-wide focus in place

Franklin – Demographics

School Year

Grade Level

Official Enrollment

Mobility # Free/Reduce

d Lunch

% Free/Reduce

d Lunch

# Students Transported by

BOE

% Students Transported by

BOE

2006-2007 PK-5 361 81% 303 84% 102 28.255

2007-2008 PK-5 390 94% 330 85% 114 29.23%

2008-2009 PK-5 398 71% 342 86% 101 25.38%

2009-2010 PK-5 396 347 87.6%

2010-2011 PK-5 351 314 89.5% 83

School Year

Official Enrollmen

t

# White

% White

Asian % Asian

# Black % Black # Hispanic % Hispanic # Sped % Sped

# ESOL

% ESOL

2006-2007

361 158 43.77 4 1.11 30 8.31 115 31.86 50 13.85 72 20

2007-2008

390 157 40.26 6 1.54 40 10.26 126 32.31 94 24.10 85 21.8

2008-2009

398 165 41.46 11 2.76 33 8.29 116 29.15 88 22.11 97 24.4

2009-2010

396 172 43.43 9 2.27 41 10.35 151 38.13 44 11.11 106 26.8

2010-2011

351 149 42.45% 11 3.13% 26 7.41% 136 38.75 39 11.11 76 21.2

Student Data

Franklin Elementary

Franklin Elementary School – Community/School Demographics SummaryFrom Census.gov 2000 and 2009 School Demographic Data

•Education: 73% High school graduate, 10% Bachelor degree or higher

•Housing: 52% Owner-occupied, 48% Renter-occupied

•Economic: 62% in Labor force

•Free/reduced lunch: 87.6%. This is consistent.

•ESOL population is rising.

Kinder 1st 2nd 3rd 4th 5th Other0

5

10

15

20

25

Teachers who are ESOL endorsed or working on endorsementESOL students

ESOL Students and Teacher Endorsements at Franklin

How are we currently sharing strategies for low-language learners among teachers at different grade levels?

School Processes/Strategies

For this data set, please discuss the following questions:1. How are we currently sharing strategies for low-language learners among teachers at

different grade levels?2. Review the State Indicators strengths and areas of improvement. What similarities/

trends do you see between grade levels?

Please summarize your findings below:

5th Grade Strengths

1.4.2 Text Features



Areas of Improvement2.1.3 Plot


1.4.9 Retelling

4th Grade Strengths

1.3.1 Context Clues

1.4.2 Text Features




2.1.1 Character

Areas of Improvement1.4.9 Retelling

1.4.14 Fact and Opinion

2.1.3 Plot

3rd Grade Strengths

2.1.1 Characters

Areas of Improvement

1.4.10 Retell main idea, event


1.3.2 Context Clues

Franklin Reading State Indicators 09-10Strengths & Areas of Improvement

Grade Level


3rd Text features yo yo, context clues dipped last year, setting dipped, retelling keeps dropping, plot is also low, scores jump from 3rd to 4th, fact and opinion is low in 4th

Which pieces of the setting indicator change from year to year?With retelling, are we focusing on the wrong thing?What kind of foundation do students need for retelling? What is the scaffold of this skill?Why do scores jump in 4th grade?How can we know how the questions are worded on the test and if students are struggling with vocabulary differences?How can we help build a foundation for fact & Opinion tested in 4th?

4th Retelling is getting worse, fact and opinion scores are down

What strategies can we use to help students with retelling skills?How can we help prepare students for the test’s wording of retelling?Did 3rd focus on fact and opinion?When can we have conversations across grade levels to talk about things we are doing that are working?

5th Text Features yo yos, Plot continues to fall, main idea, author’s purpose low but climbing, setting really dropped, compare/contrast doing well, draw conclusions is yo yoing, retelling low and falling

We used to have bookmarks that helped teach text features – where did those go?What strategies support retelling?What other skills do students need to know in order to know setting?For retelling indicator, what things change between grade levels?

Kansas State Reading Assessment – Trend Data Analysis 2007-2010

Smart Goal:We will increase comprehension by ___% …..

Based on our AIMSweb data and knowledge, what can we do as a school to increase comprehension for all students? Please add ideas below.

3rd Grade Strengths Areas of Improvement

1.4.A1 One and two-step real world problems with +/-, /x


3.2.K2 Reads and tells time to the minute

4th Grade Strengths

2.3.K2 Finds the values & determines the rules for function tables

3.2.K2 Selects and uses measurement tools


2.3.A1 Represents relationships between whole #s using pictures, tables, symbols, & graphs

3.2.A2 Estimates and checks for reasonableness of measurement and calculations

5th Grade Strengths

1.1.K1 Equivalent representations for whole numbers, fractions, & decimals

2.2.K2 One step equations with one variable

2.3.K4 Function table and plotting ordered pairs

3.2.K4 Converts within the customary system

3.3.K3 Recognizes solids from various perspectives


1.3.A4 Real world problems with various computational methods using estimation or exact answers


Franklin Reading Math Indicators 09-10Strengths & Areas of Improvement

Grade Level


3rd Compare/order whole numbers progressively going downMixed coins same

Overall spike in 2008. Gone down since?1&2 step measurement & real world problem solving going downRead and tell time to min?Using models for operation not red but still downAlso, fact families & mult. Rep. of patt blocks

Why? Is it b/c #’s are getting bigger? Is it b/c of place value?

Do we practice high enough values for test?Can 2nd grade support this by going higher values than required by their curriculum.Was this the group of kids in 08?Would getting into quad d (rig. & rel) help? How timewise?

Do we need to look at wording on test vs. our teaching? How can we provide more practice timeIs hour hand in-between on test?

4th Real –world problem solving – low in all grades

Number properties is inconsistentExpanded/standard word form dropped

Estimate & check for reasonableness low 4 yrs.Rep. relationships between whole #’s using pics, tables, symbols, and graphsLot of “not tested” items in 3rd, 4th that are then red in 5th.

Not supported by curriculum. When do we fit it in? How do we get students to read the entire word problem?Do teachers have math property cards? Are they being used?Is expanded/standard on pacing guide? How do we communicate the importance to other grades? Is there prior knowledge students need for this skill in other grades?Does this connect with inferencing? Strategies??What does this even look like?

How can the info from action plans be shared among grades?

5th Some are still red but are improvingGCF/LCM low or yo yosReal world prob. Solv. w/estimation or exact answers w/various comp. methods went up1 & 2 step real world is continually dropping at all gradesAnything saying real is lowUsing variables went up. Last yr we specifically addressed thisFunction tables good. M. of central tend goodDidn’t drop in areas that had been high previously

Could we look at the lang. used in this area in lower grades?

How are Real world prob. Solv. And 1& 2 step real world problems different in one is going up and one is dropping?

Are we teaching what’s relevant to students? Is there a descrepency?

Are lower grades teaching 5th tested indicators that aren’t tested in 3 or 4? If so, how? Vertical teaming

Kansas State Math Assessment – Trend Data Analysis 2007-2010

Smart Goal:We will increase problem solving scores by ___% …..

Based on our AIMSweb data and knowledge, what can we do as a school to increase comprehension for all students? Please add ideas below.

Franklin Vision 2010-11

We will be a caring, committed, cohesive and open-minded staff who works toward a common goal. Our students will take pride in personal and academic successes to acquire 21st century skills while developing a love for learning.

*Created August, 2010 by whole staff; lead by the Principal

Beliefs: Our Ten Commitments

*Created Sept. 7, 2010 by whole staff, lead by Leadership Team

Rating activity

Predictions from These 4 questions:

Franklin - Perceptions Data from School Culture Survey

Not 2 3 4 5 6 7 8 9 Always0

2

4

6

8

10

12

14

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PresentImportant

Indicator 6: Parental involvement, engagement, and support at Franklin.


Not 2 3 4 5 6 7 8 9 Always0

2

4

6

8

10

12

14

16

18

PresentImportant

Indicator 8: An effort to maximize active learning in academic areas.


Not 2 3 4 5 6 7 8 9 Always0

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4

6

8

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12

14

16

18

20

PresentImportant

Indicator 10: Collaborative instructional planning and collegial relationships at Franklin.


Not 2 3 4 5 6 7 8 9 Always0

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10

12

14

16

18

PresentImportant

Indicator 11: Sense of community, family, and team at Franklin.

KS Reading Assessment - Franklin KS Reading Assessment History by Subgroup - Franklin Yes* = Met...

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